April 8th 2008

April 8th 2008 - -Introduction state argument and outline...

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April 8 th 2008 Final review: Part I- Identification Part II – Essay Entire exam is cumulative, drawing on textbooks, course packets and lectures from all semester 1. Define: what does it mean? 2. Context: where does this term arise? 3. Significance: why does it matter? Identifications should be brief, clear and to the point. Full points will be given to answers that are comprehensive and concise (i.e. focused on relevant information). 4 identifications. Essay - Compare and contrast 2-3 thinkers, theories, etc. - Analyze each approach - Make judgments about which is best - Offer evidence and examples from course readings, lectures and discussion groups to defend and illustrate your argument - Most likely you will use material from both halves of the class. - Probably 3 essay topics Tips: - Read through whole exam first - Identifications: write them in any order you want - Make an outline - Write in clear short sentences, one point per paragraph
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Unformatted text preview: -Introduction: state argument and outline plan for essay. Restate argument in conclusion. Themes from first half of class:-What is politics o Ancient and Modern Conceptions o Various thinkers (e.g. Plato, Marx, etc.) o Definitions from textbook, lectures -Rise of the modern state o Ancient and Modern conceptions of the Citizen o Ancient and Modern conceptions of the state o Considerations of power vs. justice in the relationship between citizen and state o Westphalian system, Rights, constitutionalism, Resistance/Revolution -Rise of individualism-Modern Ideologies o Liberalism o Conservatism o Marxism and Som o What are they? What are the various strains? Evolution over time how can these terms be used to describe actual political leaders, movements and events?-Framework of Government...
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This note was uploaded on 08/03/2011 for the course HIST 102 taught by Professor Johnroosa during the Spring '08 term at UBC.

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April 8th 2008 - -Introduction state argument and outline...

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